From working the church nursery as a teen, to leading school groups in the wilderness, I've always had a knack for teaching. I spent five seasons as an Environmental Instructor/Program Director in Ohio and New Mexico. As I approached my mid-20s and found someone I wanted to stay home with, I naturally transitioned to the classroom. I spent three years subbing, then preceded to get my graduate degree in Middle Childhood Education, with a Reading Endorsement. I spent two years as a coteacher in a fifth grade math room before moving to sixth grade ELA, which I love!
I almost exclusively use Reading and Writing workshops. I realized a couple years in that after 10 minutes, students stopped listening. My time was much more productive when working one on one, and to do that I had to cut lessons. My students thrived on less whole group instruction and more small group and individual time. And why wouldn't they?! If I were coaching a sport I would never sit my athletes down, talk at them for a half hour, then send them on. I would never let them play a game just to tell them at the end what small tweaks would have improved their performance. Why is reading different? Why is time on the field protected, but time in a book not?
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I went to a small town K-8 school and a local high school. I spent my last two years of high school taking college courses full time; which led to me obtaining my degree in Journalism in two years. After a few months in the field I realized my heart was in teaching, and after dabbling in nontraditional settings for several years I committed to the classroom and got my graduate degree at Ohio University.
I am so fortunate to spend my time outside of the class with my husband and 4-year-old son, Ben. I am confident that no matter how my life shakes out, my greatest achievement will be the honor I have of raising that little boy. We live in rural Ohio with our dog, Viking, three hermit crabs, and a fish named T Rex.